View in EDS PDF Full Text

Mapping Teacher-Faces

Saved in:
Bibliographic Details
Title: Mapping Teacher-Faces
Language: English
Authors: Thompson, Greg, Cook, Ian
Source: Studies in Philosophy and Education. Jul 2013 32(4):379-395.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 17
Publication Date: 2013
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Educational Policy, Teacher Characteristics, Classroom Communication, Nonverbal Communication, Educational Theories, Educational Philosophy, Affective Behavior
DOI: 10.1007/s11217-012-9335-2
ISSN: 0039-3746
Abstract: This paper uses Deleuze and Guattari's concept of faciality to analyse the teacher's face. According to Deleuze and Guattari, the teacher-face is a special type of face because it is an "overcoded" face produced in specific landscapes. This paper suggests four limit-faces for teacher faciality that actualise different mixes of significance and subjectification in a classroom in which individualisation and massifications are affected. Understanding these limit-faces suggests new ways to conceive the affects actualised in the classroom that are subjected to increasing levels of surveillance from education policy makers. Through this "partial mapping" new possibilities emerge to "escape the face".
Abstractor: As Provided
Number of References: 43
Entry Date: 2013
Accession Number: EJ1004262
Database: ERIC
Description
Abstract:This paper uses Deleuze and Guattari's concept of faciality to analyse the teacher's face. According to Deleuze and Guattari, the teacher-face is a special type of face because it is an "overcoded" face produced in specific landscapes. This paper suggests four limit-faces for teacher faciality that actualise different mixes of significance and subjectification in a classroom in which individualisation and massifications are affected. Understanding these limit-faces suggests new ways to conceive the affects actualised in the classroom that are subjected to increasing levels of surveillance from education policy makers. Through this "partial mapping" new possibilities emerge to "escape the face".
ISSN:0039-3746
DOI:10.1007/s11217-012-9335-2